外研版（2019）选择性必修第二册Unit 4 Breaking boundaries 单元教学设计（表格式）
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| 名称 | 外研版（2019）选择性必修第二册Unit 4 Breaking boundaries 单元教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 66.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-13 16:38:43 | ||
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Book 5 Unit 4 Breaking boundaries教案设计
Unit theme The subject context of this unit is “people and society”, and the content of the subject context involved is to break boundaries.The types of articles in this unit are rich, and they introduce the unremitting efforts made by people from all over the world in the past and today to break boundaries from different perspectives such as medicine, economy, science and technology, society, race, and ideology-from the establishment of Médecins Sans Frontières to the emergence of the concept of ”global village";published by Abraham Lincoln more than a hundred years ago in the "Gettysburg Address",20 in the1930s, American journalist Edgar Snow reported the real China to the world through the book "Red Star Shines on China"-it aims to guide students to think about the causes of border problems, the importance of breaking boundaries, and measures to break boundaries, and ultimately create a more harmonious and beautiful world.
The target students of the unit can focus on the contextual content of the theme of this unit, based on the multi-modal discourse such as video information, personal diaries, speeches, and mock United Nations draft resolutions provided by the unit, comprehensively use various language skills, read the content of the discourse related to breaking boundaries, and appropriately use it as a formal subject to describe what people are breaking. The changes made in boundaries and the manifestation of inclusiveness in different cities, understand and talk about topics related to the global village, properly use the vocabulary and expressions learned to describe boundary-related issues, learn the efforts, struggles and breakthroughs made by outstanding people in the face of boundary restrictions, and learn their innovative way of thinking And firm courage to deepen the understanding of the meaning of the theme of the unit; at the same time, it can also use the content learned in the unit to think about the different boundary issues that still exist in today's society, and how to break these boundary issues to encourage everyone to take action and work together to create a fairer and more harmonious world; be able to use various learning methods to think about the different boundary issues that still exist in today's society, and how to break these boundary issues to encourage everyone to take action and work together to create a fairer and more harmonious world. In the process of independent learning, cooperative learning and inquiry-based learning, combine the reflective and evaluative questions provided by the unit to continuously monitor, evaluate, reflect on and adjust one's own learning content and process, stimulate interest in English learning, improve the ability to analyze and solve problems, and improve one's own understanding ability And expression ability, and ultimately promote the comprehensive improvement of one's own language ability, cultural awareness, thinking quality and learning ability.
Starting out板块 (the recommended duration is 10-15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Listening + Viewing
Theme Context People and Society-Breaking Boundaries
Content analysis There are two activities in this section. Activity1presents了a video that introduces some imbalances in today's world. Activity2requires students to observe three pictures and talk about what problems these pictures reflect and whether they have related experiences.
Teaching objectives At the end of the study in this section, students can: understand the video,and gain a clearer understanding of our world today through data analogies; understand the pictures,and talk about their own views on boundary issues combined with their own personal experience,triggering preliminary thinking on the topic of the unit.
The teaching focus Guide students to understand the video and have a clearer understanding of our world today.
Teaching difficulties Guide students to understand the three pictures, talk about their own views on boundary issues based on their own personal experience,and trigger students preliminary thinking about “breaking boundaries”.
Teaching strategy audiovisual teaching method, communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch it carefully. Teacher asks students to answer the questions. Teacher plays the video again if needed. Teacher asks students to work in groups and discuss the questions. Teacher invites some students to share their answers to the questions. Students watch the video carefully. Students answer the questions. Students watch the video again if needed. Students work in groups and discuss the questions. Some students share their answers to the questions with the class. To arouse students’ interest in the topic. To help students get a basic understanding of our today’s world.
Activity 2 Teacher asks students to view the three pictures and answer the first question individually. Teacher checks the answer to the first question with the class. Teacher asks students to work in groups to answer the second question. Teacher invites students to share the answers. Students view the pictures and answer the first question individually. Students check the answers to the first question with the teacher. Students discuss the second question in groups. Some students share the answers with the class. To help students have a further understanding of breaking boundaries.
Understanding ideas板块 (the recommended duration is 30-35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Subject Type Reading
Subject Context People and Society-Breaking boundaries
Content analysis This section presents a text that reflects the theme of the unit, and the type of text is a diary. The text is the diary of a Médecins Sans Frontières doctor. It records100 what the author has seen, heard and felt during the 100-dayfight against Ebola with other Médecins Sans Frontières. The language is simple and touching, showing the sense of responsibility, teamwork, dedication and belief that Médecins Sans Frontières will never give up. The introduction activity before reading is an introduction to Médecins Sans Frontières, which is intended to help students build background knowledge and pave the way for text learning. The reading activity asks students to find out the core points of the article and come up with five adjectives to describe the spirit of Médecins Sans Frontières. The post-reading activities100help students to explore the meaning of the topic in depth and improve their thinking skills at the same time by combing and experiencing the author's experience and feelings in the past 100 days, understanding General Secretary Xi Jinping's speech on “Building a community of human destiny” in the report of the 19thNational Congress, and answering open questions. Activities.
Teaching objectives At the end of the study in this section, students can: read the diary,understand some of the daily problems faced by the author as a doctor without Borders, and obtain the main points of view of the article; find out the relevant details and sort out the writing context of the text, summarize the author's experience and feelings from before departure to today; based on the content of the article,Perceive the significance of the theme from the selfless dedication of Médecins Sans Frontières, and deepen the understanding of “Médecins Sans Frontières” and “Community of Human Destiny”.
The teaching focus Guide students to read the text,obtain the main points of view of the article, and sort out the writing context of the text.
Teaching difficulties Help students perceive the meaning of the subject of the unit from the selfless dedication of Médecins Sans Frontières based on the content of the article, and deepen their understanding of “Médecins Sans Frontières” and “Community of Human Destiny”.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information about MSF and think about the questions. Teacher divides the class into groups to have discussions about the questions. Teacher chooses one or two groups to share their results with the class. Students read the information about MSF and think about the questions individually. Students work in groups and discuss the questions. One or two groups present their results to the class. To let students get the basic information about MSF.
Activity 2 Teacher asks students to read the journal quickly and find out what the author was tackling. Teacher asks some students to share the answers. Students read the journal quickly and find out what the author was tackling. Some students share the answers with the class. To let students get the main idea of the journal.
Activity 3 Teacher asks students to read the passage again and finish the first task in activity 3. Teacher invites some students to share their answers with the class and others to make comments Teacher asks students to work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. Students read the passage again and finish the first task. Some students share their answers with the class. Others make comments. Students work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. To help students figure out the author’s ideas in writing the passage.
Activity 4 Teacher asks students to read the passage carefully and complete the table. Teacher checks the answers with the students. Teacher asks students to read the information and answer the questions. Teacher invites some students to share their answers with the class. Students read the passage carefully and complete the table. Students check the answers with the teacher. Students read the information and answer the questions. Some students share their answers with the class. To help students figure out the key information with some details of the passage. To broaden students’ thoughts about “a community with a shared future for mankind”.
Think & Share Teacher asks students to think about and answer the questions individually. Teacher asks students to discuss the questions in groups. Teacher invites some students to share the answers with the class. Students think about and answer the questions individually. Students discuss the questions in groups. Some students share the answers with the class. To help students have a deeper understanding of the journal. To broaden students’ horizon. To help students better understand “a community with a shared future for mankind”.
Using language板块 (the recommended duration is 80-90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Listening + Speaking
Theme Context People and Society-Breaking Boundaries
Content analysis This section aims to help students deeply focus on the meaning and function of language, think and communicate in the real context, and improve their comprehensive language skills in all directions. The main content of the grammar part is the usage of it as the formal subject.The first language article presents2017 Hollywood Diversity Reporta description of the improvement of gender and racial discrimination in the film and television industry in the 2017 Hollywood Diversity Report. In the next activity, students are asked to use the grammar and hints they have learned to describe Beijing, an inclusive and multicultural city. The topic of the comprehensive language use section is “Global Village”. The vocabulary part introduces the “Global Village” through a short article, and then asks students to read a letter from a reader who resonates with the view of the “Global Village”; the next part is a dialogue between the two students, describing how people around the world are further deepening their understanding with the increasing cross-cultural exchanges..
Teaching objectives At the end of the study in this section, students can: master and use it as the usage of formal subjects,and be able to use it in the real context; understand and be able to express“地球村”the phenomenon of integration, promotion, and tolerance brought about by the “global village”; learn to express interest in other people's conversations and describe a certain universal The phenomenon that exists, and can be expressed in real life using what you have learned.
The teaching focus Guide students to discover and understand the usage of it as a formal subject and use it in the real context; Learn to express interest in other people's conversations and describe a common phenomenon; Guide students to complete listening activities to express“地球村”the phenomenon of integration, promotion and tolerance brought about by the “global village”.
Teaching difficulties Guide students to use it as the usage of formal subjects in the real context; Guide students to complete listening activities to express“地球村”the phenomenon of integration, promotion, and tolerance brought about by the “global village”.
Teaching strategy task-based pedagogy, communicative pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the box and pay special attention to the use of “it”. Teacher asks students to work in groups and discuss the two questions. Teacher invites some students to share their answers. Teacher instructs students to look for more sentences in the reading passage and summarise the use of “it” as an empty subject in their own words. Teacher asks some students to share the answers. Students observe the four sentences in the box and pay attention to “it”. Students discuss the two questions in groups. Some students share their answers. Students look for more sentences in the reading passage and summarise the use of “it” as an empty subject in their own words. Some students share the answers with the class. To help students understand the use of “it” as an empty subject.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to rewrite the passage using “it” as an empty subject and then asks students to make corrections in groups. Teacher checks the answers with the class. Students read the passage and get its main idea. Students read and rewrite the passage using “it” as an empty subject and then make corrections in groups. Students check the answers with the teacher. To help students apply “it” as an empty subject in a context.
Activity 3 Teacher asks students to describe Beijing using the information provided and “it” as an empty subject. Teacher asks students to work in groups to check the answers. Teacher invites one or two students to share the answers with the class. Students describe Beijing using the information provided and “it” as an empty subject. Students work in groups to check the answers. One or two students share the answers with the class. To help students consolidate the application of “it” as an empty subject in a real context.
Activity 4 Teacher asks students to choose one of the four cities they want to describe and give reasons. Teacher asks students to do online research as homework. Students choose one of the four cities they want to describe and give reasons. Students do online research as homework. To help students further apply “it” as an empty subject in the description of a city.
Activity 5 Teacher asks students to read the passage and answer the questions. Teacher asks students to work in groups to discuss the questions. Teacher invites some students to share the answers with the class. Students read the passage and answer the questions. Students work in groups to discuss the questions. Some students share the answers with the class and others make comments. To help students understand the idea of “global village” and the role technology plays in it.
Activity 6 Teacher asks students to pay attention to the expressions in bold and complete the speech with the correct form of the expressions in Activity 5. Teacher checks the answers with the class. Students pay attention to the expressions in bold and complete the speech with the correct form of the expressions in Activity 5. Students check the answers with the teacher. To help students review the expressions and better understand the benefit of “global village”.
Activity 7 Teacher asks students to read the sentences and find out the purpose of the activity. Teacher plays the audio and asks students to choose the correct answer. Teacher checks the answer with the class. Students read the sentences and find out the purpose of the activity. Students listen to the audio and choose the correct answer. Students check the answer with the teacher. To train students’ skills of grasping the main idea of a conversation through listening.
Activity 8 Teacher asks students to look at the table first. Then plays the audio again and asks students to complete the table. Teacher asks students to listen for a third time and check the answers by themselves. Teacher invites some students to share the answers with the class. Teacher asks students to talk about more examples of each phenomenon. Students look at the table first. Then listen to the audio again and complete the table. Students listen to the audio for a third time and check the answers by themselves. Some students share the answers with the class. Students talk about more examples of each phenomenon. To help students get the details of the listening material.
Activity 9 Teacher asks students to look at the expressions in Activity 9. Teacher asks students to complete the boxes with the expressions from the conversation. Teacher checks the answers with the class. Students look at the expressions in Activity 9. Students complete the boxes with the expressions from the conversation. Students check the answers with the teacher. To help students consolidate the expressions of showing interest and describing a common phenomenon.
Activity 10 Teacher divides students into pairs and asks them to talk about another phenomenon of the global village using the expressions in this section. Teacher invites several pairs to present their ideas in front of the class. Teacher asks students to think about any difficulties they encountered during their discussion and what they did to overcome them. Students work in pairs and talk about another phenomenon of the global village using the expressions in this section. Several pairs present their ideas in front of the class. Students think about the difficulties they encountered during their discussion and what they did to overcome them. To encourage students to further practise describing the phenomenon of the global village using expressions in this section. To encourage students to overcome difficulties in discussion.
Developing ideas板块 (the recommended duration is 80-90 minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Writing
Theme Context People and Society-Breaking Boundaries
Content analysis This section presents texts that reflect the theme of the unit from another perspective. The main part of the text type is celebrity speeches, selected from the famous "Gettysburg Address" by former U.S. President Abraham Lincoln. The text is divided into two parts. The first part explains the historical background and significance of Abraham Lincoln's speech, and the second part presents the complete content of the speech. The sample text of the reading and writing part is a speech that introduces Edgar Snow, a famous American journalist, and how he broke ideological boundaries and wrote the book "Red Star Shines on China".The purpose of this section is to enlighten students to understand the historical figures who have made great contributions in breaking boundaries, deepen their understanding of the meaning of the subject of the unit, and master the general framework and writing methods of the speech draft, so as to further improve their language skills and thinking quality.
Teaching objectives At the end of the study in this section, students can: Understand the historical background and significance of the "Gettysburg Address", and feel the charm and power of the speech; comprehend the topic of the article, so as to deepen their understanding of the meaning of the topic of the unit; by reading the sample text, use what they have learned to write a speech draft,Introduce a person who has made a significant contribution to promoting exchanges and understanding between the two countries.
The teaching focus Guide students to understand the historical background and significance of the "Gettysburg Address" and feel the charm and power of the speech; Guide students to read the sample text and use what they have learned to write a speech to introduce a person who has made a significant contribution to promoting exchanges and understanding between the two countries.
Teaching difficulties Learn to explain your own views in English and comprehend the topic of the article, so as to deepen your understanding of the meaning of the topic of the unit.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to watch the video and answer the questions. Teacher plays the video again if needed. Teacher invites some students to share answers with the class. Students watch the video and answer the questions. Students watch the video again if needed. Some students share answers with the class. To have students understand the background information of the speech.
Activity 2 Teacher asks students to look at the title of the passage and skim the passage to choose where the passage most likely comes from. Teacher checks the answers with the class. Students look at the title of the passage and skim the passage to choose where the passage most likely comes from. Students check the answers with the teacher. To strengthen students’ ability to skim.
Activity 3 Teacher asks students to read the passage again and complete the notes. Teacher asks students to work in groups to check the answers. Teacher invites some students to give answers. Students read the passage again and complete the notes. Students work in groups to check the answers. Some students give answers and others make comments. To help students better understand the passage.
Think & Share Teacher asks students to think about the questions and discuss them in groups. Teacher asks students to pay attention to “Learning to learn”. Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Students pay attention to “Learning to learn”. Some students give answers. To enhance students’ understanding of Lincoln’s speech and encourage students to show their own opinions.
Activity 4 Teacher divides students into groups and asks them to give a talk about the significance of abolishing slavery in the US by answering questions in the first task. Teacher asks students, if possible, to do research to find more evidence to support their ideas. Teacher invites several students to give their talk to the class and others to make comments. Teacher asks students to think about effective ways to find information to support their ideas. Students work in groups and give a talk about the significance of abolishing slavery in the US by answering questions in the first task. Students do research to find more evidence to support their ideas if possible. Some students give their talk to the class and others make comments. Students think about effective ways to find information to support their ideas. To help students learn to be able to justify their opinions. To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions. Teacher divides the class into groups and asks them to discuss the two questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a speech by reading a sample.
Activity 6 Teacher asks students to complete the table. Teacher asks students to write their own passages according to the content in the table. Students complete the table. Students write their own passages according to the content in the table. To help students organise the thoughts before writing a speech.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s speeches. Teacher invites one or two pairs to share their answers with the class and others to make comments. Students work in pairs and make improvements to each other’s speeches. One or two pairs share their answers with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.
Presentation ideas & Reflection板块 (the recommended duration is 40-45minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Speaking
Topic Context People and society-Breaking boundaries
Content analysis The presenting ideas section requires students to first look at three pictures and think about some of the boundaries and barriers that exist in society and how to break these boundaries and barriers. Through the elaboration of views, promote students to comprehensively use language in real situations, fully express their understanding and understanding of the meaning of the topic, develop students' thinking quality, and complete the migration and innovation of what they have learned. The Reflection section guides students to review the knowledge they have learned in this unit, evaluate and judge their learning behavior and effectiveness in a timely manner, reflect on themselves and make improvements.
Teaching objectives At the end of the study in this section, students can: deeply understand the causes and effects of boundaries, think about ways to break boundaries, predict the changes that will be brought about by breaking boundaries, etc.; Be able to use the language learned in this unit, properly express their own views, and discuss them rationally.
The teaching focus Guide students through the study of this unitto gain an in-depth understanding of the causes and effects of boundaries, think about ways to break boundaries, predict the changes that breaking boundaries will bring, etc. ; Guide students to be able to use the language learned in this unit, properly express their own views, and discuss them rationally.
Teaching difficulties Guide students to cultivate a sense of teamwork through group cooperation, learn to discuss with group members, brainstorm ideas, and expand the boundaries of self-thinking.
Teaching strategy task-based pedagogy, communicative pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher divides students in groups and asks students to look at the pictures and answer the questions. Teacher invites one or two groups to share their answers with the class and others to make comments. Students work in groups and look at the pictures and answer the questions. One or two groups share their answers with the class and others make comments. To help students further understand the boundaries in society.
Activity 2 Teacher asks students to choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions. Teacher asks students to discuss the questions in groups. Teacher asks students to share the answers and others to make comments. Students choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions. Students discuss the questions in groups. Students share the answers and others make comments. To have students think deeply about the reasons behind the boundaries and the effects they cause.
Activity 3 Teacher asks students to prepare a short presentation considering the structure and useful words, expressions and structures. Teacher asks students to share their presentation with the other group members. Teacher asks students to give suggestions and make improvements to their presentation. Students prepare a short presentation considering the structure and useful words, expressions and structures. Students share their presentation with the other group members. Students give suggestions and make improvements to their presentation. To help students prepare for the presentation more effectively.
Activity 4 1. Teacher asks each group to choose one student to give the presentation. 2. Teacher and other students make comments, and the teacher gives evaluation. 1. Each group chooses one student to give the presentation. 2. Other students make comments and listen to the teacher’s evaluation. To encourage students to express their opinions. 2. To help students correctly understand the unit theme.
Reflection
Teacher asks students to recall what they’ve learnt and their performance in this unit. Teacher asks students to write a reflection. Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Students write a reflection. To help students evaluate their performance, review the unit, and think about ways to improve.
Projectsection 板块 (this part of the teacher can handle it at his discretion according to the actual teaching.)
Course type Speaking
Theme Context People and Society-Breaking Boundaries
Content analysis The project practice activities of this unit require students to participate in model United Nations conferences to discuss humanitarian issues such as famine, disease, natural disasters or climate change, and educational barriers. Teachers guide students to explore through group cooperation, draft resolutions, organize model United Nations conferences, and express their views and win support through speeches. The practical activities of this project aim to broaden students' horizons, stimulate their learning potential, cultivate students' abilities in research and writing, speech and debate, conflict resolution, and seeking common ground while preserving differences, and deepen students' understanding of unit topics.
Teaching objectives At the end of the study in this section, students can: use certain research methods and techniques, select topics, and start discussions; fully cooperate in groups, understand how to draft resolutions, and reasonably arrange the division of labor; pay attention to international issues,and improve the comprehensive ability of research,writing, speaking, and debating.
The teaching focus Guides students to use certain research methods and techniques, select topics, and start discussions; to guide students to fully cooperate in groups, understand how to draft resolutions, and reasonably arrange the division of labor.
Teaching difficulties guide students to pay attention to international issues and cultivate students' comprehensive abilities in research,writing, speech and debate.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Before class, the teacher asks students to do research online or in the library, work in groups and talk about the humanitarian issues and the country or countries they are affecting. Teacher asks students to choose a country to investigate further individually. Before class, students do research online or in the library, work in groups and talk about the humanitarian issues and the country or countries they are affecting. Students choose a country to investigate further individually. To get students prepared for the activities, and develop their ability to learn and explore individually. To help students get to know some aspects of boundaries in society.
Plan Teacher asks students to decide on which humanitarian issue they will choose and prepare a draft resolution. Teacher encourages students to talk about possible solutions to the issue in groups. Teacher encourages students to give their own ideas. If necessary, teacher asks students to do further research online or in the library. Students decide on which humanitarian issue they will choose and prepare a draft resolution. Students talk about possible solutions to the issue in groups. Students give their own ideas. If necessary, students do further research online or in the library. To help students prepare for the draft resolution and emphasise the importance of cooperation with others.
Create Teacher asks students to prepare their draft resolution, following the standard format on the book. Teacher asks students to go online to find out more information about preparing a draft resolution. Students prepare their draft resolution, following the standard format on the book. Students go online to find out more information about preparing a draft resolution. To offer students a chance to learn the standard format of a draft resolution and try to express their own ideas over world issues.
Present Teacher encourages students to bring their draft resolution to the floor for debate. Teacher encourages students to debate over the resolution, and find out more solutions other students suggest. Students bring their draft resolution to the floor for debate. Students debate over the draft resolution and find out more solutions other students suggest. To help students cultivate critical thinking ability. To help students learn from each other.
Unit theme The subject context of this unit is “people and society”, and the content of the subject context involved is to break boundaries.The types of articles in this unit are rich, and they introduce the unremitting efforts made by people from all over the world in the past and today to break boundaries from different perspectives such as medicine, economy, science and technology, society, race, and ideology-from the establishment of Médecins Sans Frontières to the emergence of the concept of ”global village";published by Abraham Lincoln more than a hundred years ago in the "Gettysburg Address",20 in the1930s, American journalist Edgar Snow reported the real China to the world through the book "Red Star Shines on China"-it aims to guide students to think about the causes of border problems, the importance of breaking boundaries, and measures to break boundaries, and ultimately create a more harmonious and beautiful world.
The target students of the unit can focus on the contextual content of the theme of this unit, based on the multi-modal discourse such as video information, personal diaries, speeches, and mock United Nations draft resolutions provided by the unit, comprehensively use various language skills, read the content of the discourse related to breaking boundaries, and appropriately use it as a formal subject to describe what people are breaking. The changes made in boundaries and the manifestation of inclusiveness in different cities, understand and talk about topics related to the global village, properly use the vocabulary and expressions learned to describe boundary-related issues, learn the efforts, struggles and breakthroughs made by outstanding people in the face of boundary restrictions, and learn their innovative way of thinking And firm courage to deepen the understanding of the meaning of the theme of the unit; at the same time, it can also use the content learned in the unit to think about the different boundary issues that still exist in today's society, and how to break these boundary issues to encourage everyone to take action and work together to create a fairer and more harmonious world; be able to use various learning methods to think about the different boundary issues that still exist in today's society, and how to break these boundary issues to encourage everyone to take action and work together to create a fairer and more harmonious world. In the process of independent learning, cooperative learning and inquiry-based learning, combine the reflective and evaluative questions provided by the unit to continuously monitor, evaluate, reflect on and adjust one's own learning content and process, stimulate interest in English learning, improve the ability to analyze and solve problems, and improve one's own understanding ability And expression ability, and ultimately promote the comprehensive improvement of one's own language ability, cultural awareness, thinking quality and learning ability.
Starting out板块 (the recommended duration is 10-15minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Listening + Viewing
Theme Context People and Society-Breaking Boundaries
Content analysis There are two activities in this section. Activity1presents了a video that introduces some imbalances in today's world. Activity2requires students to observe three pictures and talk about what problems these pictures reflect and whether they have related experiences.
Teaching objectives At the end of the study in this section, students can: understand the video,and gain a clearer understanding of our world today through data analogies; understand the pictures,and talk about their own views on boundary issues combined with their own personal experience,triggering preliminary thinking on the topic of the unit.
The teaching focus Guide students to understand the video and have a clearer understanding of our world today.
Teaching difficulties Guide students to understand the three pictures, talk about their own views on boundary issues based on their own personal experience,and trigger students preliminary thinking about “breaking boundaries”.
Teaching strategy audiovisual teaching method, communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher plays the video and asks students to watch it carefully. Teacher asks students to answer the questions. Teacher plays the video again if needed. Teacher asks students to work in groups and discuss the questions. Teacher invites some students to share their answers to the questions. Students watch the video carefully. Students answer the questions. Students watch the video again if needed. Students work in groups and discuss the questions. Some students share their answers to the questions with the class. To arouse students’ interest in the topic. To help students get a basic understanding of our today’s world.
Activity 2 Teacher asks students to view the three pictures and answer the first question individually. Teacher checks the answer to the first question with the class. Teacher asks students to work in groups to answer the second question. Teacher invites students to share the answers. Students view the pictures and answer the first question individually. Students check the answers to the first question with the teacher. Students discuss the second question in groups. Some students share the answers with the class. To help students have a further understanding of breaking boundaries.
Understanding ideas板块 (the recommended duration is 30-35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Subject Type Reading
Subject Context People and Society-Breaking boundaries
Content analysis This section presents a text that reflects the theme of the unit, and the type of text is a diary. The text is the diary of a Médecins Sans Frontières doctor. It records100 what the author has seen, heard and felt during the 100-dayfight against Ebola with other Médecins Sans Frontières. The language is simple and touching, showing the sense of responsibility, teamwork, dedication and belief that Médecins Sans Frontières will never give up. The introduction activity before reading is an introduction to Médecins Sans Frontières, which is intended to help students build background knowledge and pave the way for text learning. The reading activity asks students to find out the core points of the article and come up with five adjectives to describe the spirit of Médecins Sans Frontières. The post-reading activities100help students to explore the meaning of the topic in depth and improve their thinking skills at the same time by combing and experiencing the author's experience and feelings in the past 100 days, understanding General Secretary Xi Jinping's speech on “Building a community of human destiny” in the report of the 19thNational Congress, and answering open questions. Activities.
Teaching objectives At the end of the study in this section, students can: read the diary,understand some of the daily problems faced by the author as a doctor without Borders, and obtain the main points of view of the article; find out the relevant details and sort out the writing context of the text, summarize the author's experience and feelings from before departure to today; based on the content of the article,Perceive the significance of the theme from the selfless dedication of Médecins Sans Frontières, and deepen the understanding of “Médecins Sans Frontières” and “Community of Human Destiny”.
The teaching focus Guide students to read the text,obtain the main points of view of the article, and sort out the writing context of the text.
Teaching difficulties Help students perceive the meaning of the subject of the unit from the selfless dedication of Médecins Sans Frontières based on the content of the article, and deepen their understanding of “Médecins Sans Frontières” and “Community of Human Destiny”.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information about MSF and think about the questions. Teacher divides the class into groups to have discussions about the questions. Teacher chooses one or two groups to share their results with the class. Students read the information about MSF and think about the questions individually. Students work in groups and discuss the questions. One or two groups present their results to the class. To let students get the basic information about MSF.
Activity 2 Teacher asks students to read the journal quickly and find out what the author was tackling. Teacher asks some students to share the answers. Students read the journal quickly and find out what the author was tackling. Some students share the answers with the class. To let students get the main idea of the journal.
Activity 3 Teacher asks students to read the passage again and finish the first task in activity 3. Teacher invites some students to share their answers with the class and others to make comments Teacher asks students to work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. Students read the passage again and finish the first task. Some students share their answers with the class. Others make comments. Students work in groups and use five adjectives to describe the spirit of MSF doctors and give reasons. To help students figure out the author’s ideas in writing the passage.
Activity 4 Teacher asks students to read the passage carefully and complete the table. Teacher checks the answers with the students. Teacher asks students to read the information and answer the questions. Teacher invites some students to share their answers with the class. Students read the passage carefully and complete the table. Students check the answers with the teacher. Students read the information and answer the questions. Some students share their answers with the class. To help students figure out the key information with some details of the passage. To broaden students’ thoughts about “a community with a shared future for mankind”.
Think & Share Teacher asks students to think about and answer the questions individually. Teacher asks students to discuss the questions in groups. Teacher invites some students to share the answers with the class. Students think about and answer the questions individually. Students discuss the questions in groups. Some students share the answers with the class. To help students have a deeper understanding of the journal. To broaden students’ horizon. To help students better understand “a community with a shared future for mankind”.
Using language板块 (the recommended duration is 80-90minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Listening + Speaking
Theme Context People and Society-Breaking Boundaries
Content analysis This section aims to help students deeply focus on the meaning and function of language, think and communicate in the real context, and improve their comprehensive language skills in all directions. The main content of the grammar part is the usage of it as the formal subject.The first language article presents2017 Hollywood Diversity Reporta description of the improvement of gender and racial discrimination in the film and television industry in the 2017 Hollywood Diversity Report. In the next activity, students are asked to use the grammar and hints they have learned to describe Beijing, an inclusive and multicultural city. The topic of the comprehensive language use section is “Global Village”. The vocabulary part introduces the “Global Village” through a short article, and then asks students to read a letter from a reader who resonates with the view of the “Global Village”; the next part is a dialogue between the two students, describing how people around the world are further deepening their understanding with the increasing cross-cultural exchanges..
Teaching objectives At the end of the study in this section, students can: master and use it as the usage of formal subjects,and be able to use it in the real context; understand and be able to express“地球村”the phenomenon of integration, promotion, and tolerance brought about by the “global village”; learn to express interest in other people's conversations and describe a certain universal The phenomenon that exists, and can be expressed in real life using what you have learned.
The teaching focus Guide students to discover and understand the usage of it as a formal subject and use it in the real context; Learn to express interest in other people's conversations and describe a common phenomenon; Guide students to complete listening activities to express“地球村”the phenomenon of integration, promotion and tolerance brought about by the “global village”.
Teaching difficulties Guide students to use it as the usage of formal subjects in the real context; Guide students to complete listening activities to express“地球村”the phenomenon of integration, promotion, and tolerance brought about by the “global village”.
Teaching strategy task-based pedagogy, communicative pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the sentences in the box and pay special attention to the use of “it”. Teacher asks students to work in groups and discuss the two questions. Teacher invites some students to share their answers. Teacher instructs students to look for more sentences in the reading passage and summarise the use of “it” as an empty subject in their own words. Teacher asks some students to share the answers. Students observe the four sentences in the box and pay attention to “it”. Students discuss the two questions in groups. Some students share their answers. Students look for more sentences in the reading passage and summarise the use of “it” as an empty subject in their own words. Some students share the answers with the class. To help students understand the use of “it” as an empty subject.
Activity 2 Teacher asks students to read the passage and get the main idea of the passage. Teacher asks students to rewrite the passage using “it” as an empty subject and then asks students to make corrections in groups. Teacher checks the answers with the class. Students read the passage and get its main idea. Students read and rewrite the passage using “it” as an empty subject and then make corrections in groups. Students check the answers with the teacher. To help students apply “it” as an empty subject in a context.
Activity 3 Teacher asks students to describe Beijing using the information provided and “it” as an empty subject. Teacher asks students to work in groups to check the answers. Teacher invites one or two students to share the answers with the class. Students describe Beijing using the information provided and “it” as an empty subject. Students work in groups to check the answers. One or two students share the answers with the class. To help students consolidate the application of “it” as an empty subject in a real context.
Activity 4 Teacher asks students to choose one of the four cities they want to describe and give reasons. Teacher asks students to do online research as homework. Students choose one of the four cities they want to describe and give reasons. Students do online research as homework. To help students further apply “it” as an empty subject in the description of a city.
Activity 5 Teacher asks students to read the passage and answer the questions. Teacher asks students to work in groups to discuss the questions. Teacher invites some students to share the answers with the class. Students read the passage and answer the questions. Students work in groups to discuss the questions. Some students share the answers with the class and others make comments. To help students understand the idea of “global village” and the role technology plays in it.
Activity 6 Teacher asks students to pay attention to the expressions in bold and complete the speech with the correct form of the expressions in Activity 5. Teacher checks the answers with the class. Students pay attention to the expressions in bold and complete the speech with the correct form of the expressions in Activity 5. Students check the answers with the teacher. To help students review the expressions and better understand the benefit of “global village”.
Activity 7 Teacher asks students to read the sentences and find out the purpose of the activity. Teacher plays the audio and asks students to choose the correct answer. Teacher checks the answer with the class. Students read the sentences and find out the purpose of the activity. Students listen to the audio and choose the correct answer. Students check the answer with the teacher. To train students’ skills of grasping the main idea of a conversation through listening.
Activity 8 Teacher asks students to look at the table first. Then plays the audio again and asks students to complete the table. Teacher asks students to listen for a third time and check the answers by themselves. Teacher invites some students to share the answers with the class. Teacher asks students to talk about more examples of each phenomenon. Students look at the table first. Then listen to the audio again and complete the table. Students listen to the audio for a third time and check the answers by themselves. Some students share the answers with the class. Students talk about more examples of each phenomenon. To help students get the details of the listening material.
Activity 9 Teacher asks students to look at the expressions in Activity 9. Teacher asks students to complete the boxes with the expressions from the conversation. Teacher checks the answers with the class. Students look at the expressions in Activity 9. Students complete the boxes with the expressions from the conversation. Students check the answers with the teacher. To help students consolidate the expressions of showing interest and describing a common phenomenon.
Activity 10 Teacher divides students into pairs and asks them to talk about another phenomenon of the global village using the expressions in this section. Teacher invites several pairs to present their ideas in front of the class. Teacher asks students to think about any difficulties they encountered during their discussion and what they did to overcome them. Students work in pairs and talk about another phenomenon of the global village using the expressions in this section. Several pairs present their ideas in front of the class. Students think about the difficulties they encountered during their discussion and what they did to overcome them. To encourage students to further practise describing the phenomenon of the global village using expressions in this section. To encourage students to overcome difficulties in discussion.
Developing ideas板块 (the recommended duration is 80-90 minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Reading + Writing
Theme Context People and Society-Breaking Boundaries
Content analysis This section presents texts that reflect the theme of the unit from another perspective. The main part of the text type is celebrity speeches, selected from the famous "Gettysburg Address" by former U.S. President Abraham Lincoln. The text is divided into two parts. The first part explains the historical background and significance of Abraham Lincoln's speech, and the second part presents the complete content of the speech. The sample text of the reading and writing part is a speech that introduces Edgar Snow, a famous American journalist, and how he broke ideological boundaries and wrote the book "Red Star Shines on China".The purpose of this section is to enlighten students to understand the historical figures who have made great contributions in breaking boundaries, deepen their understanding of the meaning of the subject of the unit, and master the general framework and writing methods of the speech draft, so as to further improve their language skills and thinking quality.
Teaching objectives At the end of the study in this section, students can: Understand the historical background and significance of the "Gettysburg Address", and feel the charm and power of the speech; comprehend the topic of the article, so as to deepen their understanding of the meaning of the topic of the unit; by reading the sample text, use what they have learned to write a speech draft,Introduce a person who has made a significant contribution to promoting exchanges and understanding between the two countries.
The teaching focus Guide students to understand the historical background and significance of the "Gettysburg Address" and feel the charm and power of the speech; Guide students to read the sample text and use what they have learned to write a speech to introduce a person who has made a significant contribution to promoting exchanges and understanding between the two countries.
Teaching difficulties Learn to explain your own views in English and comprehend the topic of the article, so as to deepen your understanding of the meaning of the topic of the unit.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to watch the video and answer the questions. Teacher plays the video again if needed. Teacher invites some students to share answers with the class. Students watch the video and answer the questions. Students watch the video again if needed. Some students share answers with the class. To have students understand the background information of the speech.
Activity 2 Teacher asks students to look at the title of the passage and skim the passage to choose where the passage most likely comes from. Teacher checks the answers with the class. Students look at the title of the passage and skim the passage to choose where the passage most likely comes from. Students check the answers with the teacher. To strengthen students’ ability to skim.
Activity 3 Teacher asks students to read the passage again and complete the notes. Teacher asks students to work in groups to check the answers. Teacher invites some students to give answers. Students read the passage again and complete the notes. Students work in groups to check the answers. Some students give answers and others make comments. To help students better understand the passage.
Think & Share Teacher asks students to think about the questions and discuss them in groups. Teacher asks students to pay attention to “Learning to learn”. Teacher invites some students to give answers. Students think about the questions and discuss them in groups. Students pay attention to “Learning to learn”. Some students give answers. To enhance students’ understanding of Lincoln’s speech and encourage students to show their own opinions.
Activity 4 Teacher divides students into groups and asks them to give a talk about the significance of abolishing slavery in the US by answering questions in the first task. Teacher asks students, if possible, to do research to find more evidence to support their ideas. Teacher invites several students to give their talk to the class and others to make comments. Teacher asks students to think about effective ways to find information to support their ideas. Students work in groups and give a talk about the significance of abolishing slavery in the US by answering questions in the first task. Students do research to find more evidence to support their ideas if possible. Some students give their talk to the class and others make comments. Students think about effective ways to find information to support their ideas. To help students learn to be able to justify their opinions. To improve students’ speaking skill and performance ability.
Activity 5 Teacher asks students to read the passage and think about the questions. Teacher divides the class into groups and asks them to discuss the two questions in groups. Teacher invites one or two groups to share their answers and give reasons, and others to make comments. Students read the passage and think about the questions. Students discuss the questions in groups. One or two groups share their answers and give reasons, and others make comments. To help students learn how to write a speech by reading a sample.
Activity 6 Teacher asks students to complete the table. Teacher asks students to write their own passages according to the content in the table. Students complete the table. Students write their own passages according to the content in the table. To help students organise the thoughts before writing a speech.
Activity 7 Teacher divides students into pairs and asks them to make improvements to each other’s speeches. Teacher invites one or two pairs to share their answers with the class and others to make comments. Students work in pairs and make improvements to each other’s speeches. One or two pairs share their answers with the class and others make comments. To encourage students to learn from their partners. To improve students’ writing and speaking skills.
Presentation ideas & Reflection板块 (the recommended duration is 40-45minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Speaking
Topic Context People and society-Breaking boundaries
Content analysis The presenting ideas section requires students to first look at three pictures and think about some of the boundaries and barriers that exist in society and how to break these boundaries and barriers. Through the elaboration of views, promote students to comprehensively use language in real situations, fully express their understanding and understanding of the meaning of the topic, develop students' thinking quality, and complete the migration and innovation of what they have learned. The Reflection section guides students to review the knowledge they have learned in this unit, evaluate and judge their learning behavior and effectiveness in a timely manner, reflect on themselves and make improvements.
Teaching objectives At the end of the study in this section, students can: deeply understand the causes and effects of boundaries, think about ways to break boundaries, predict the changes that will be brought about by breaking boundaries, etc.; Be able to use the language learned in this unit, properly express their own views, and discuss them rationally.
The teaching focus Guide students through the study of this unitto gain an in-depth understanding of the causes and effects of boundaries, think about ways to break boundaries, predict the changes that breaking boundaries will bring, etc. ; Guide students to be able to use the language learned in this unit, properly express their own views, and discuss them rationally.
Teaching difficulties Guide students to cultivate a sense of teamwork through group cooperation, learn to discuss with group members, brainstorm ideas, and expand the boundaries of self-thinking.
Teaching strategy task-based pedagogy, communicative pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher divides students in groups and asks students to look at the pictures and answer the questions. Teacher invites one or two groups to share their answers with the class and others to make comments. Students work in groups and look at the pictures and answer the questions. One or two groups share their answers with the class and others make comments. To help students further understand the boundaries in society.
Activity 2 Teacher asks students to choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions. Teacher asks students to discuss the questions in groups. Teacher asks students to share the answers and others to make comments. Students choose one of the boundaries they have listed and talk about how to break that boundary by answering the questions. Students discuss the questions in groups. Students share the answers and others make comments. To have students think deeply about the reasons behind the boundaries and the effects they cause.
Activity 3 Teacher asks students to prepare a short presentation considering the structure and useful words, expressions and structures. Teacher asks students to share their presentation with the other group members. Teacher asks students to give suggestions and make improvements to their presentation. Students prepare a short presentation considering the structure and useful words, expressions and structures. Students share their presentation with the other group members. Students give suggestions and make improvements to their presentation. To help students prepare for the presentation more effectively.
Activity 4 1. Teacher asks each group to choose one student to give the presentation. 2. Teacher and other students make comments, and the teacher gives evaluation. 1. Each group chooses one student to give the presentation. 2. Other students make comments and listen to the teacher’s evaluation. To encourage students to express their opinions. 2. To help students correctly understand the unit theme.
Reflection
Teacher asks students to recall what they’ve learnt and their performance in this unit. Teacher asks students to write a reflection. Students rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Students write a reflection. To help students evaluate their performance, review the unit, and think about ways to improve.
Projectsection 板块 (this part of the teacher can handle it at his discretion according to the actual teaching.)
Course type Speaking
Theme Context People and Society-Breaking Boundaries
Content analysis The project practice activities of this unit require students to participate in model United Nations conferences to discuss humanitarian issues such as famine, disease, natural disasters or climate change, and educational barriers. Teachers guide students to explore through group cooperation, draft resolutions, organize model United Nations conferences, and express their views and win support through speeches. The practical activities of this project aim to broaden students' horizons, stimulate their learning potential, cultivate students' abilities in research and writing, speech and debate, conflict resolution, and seeking common ground while preserving differences, and deepen students' understanding of unit topics.
Teaching objectives At the end of the study in this section, students can: use certain research methods and techniques, select topics, and start discussions; fully cooperate in groups, understand how to draft resolutions, and reasonably arrange the division of labor; pay attention to international issues,and improve the comprehensive ability of research,writing, speaking, and debating.
The teaching focus Guides students to use certain research methods and techniques, select topics, and start discussions; to guide students to fully cooperate in groups, understand how to draft resolutions, and reasonably arrange the division of labor.
Teaching difficulties guide students to pay attention to international issues and cultivate students' comprehensive abilities in research,writing, speech and debate.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Before class, the teacher asks students to do research online or in the library, work in groups and talk about the humanitarian issues and the country or countries they are affecting. Teacher asks students to choose a country to investigate further individually. Before class, students do research online or in the library, work in groups and talk about the humanitarian issues and the country or countries they are affecting. Students choose a country to investigate further individually. To get students prepared for the activities, and develop their ability to learn and explore individually. To help students get to know some aspects of boundaries in society.
Plan Teacher asks students to decide on which humanitarian issue they will choose and prepare a draft resolution. Teacher encourages students to talk about possible solutions to the issue in groups. Teacher encourages students to give their own ideas. If necessary, teacher asks students to do further research online or in the library. Students decide on which humanitarian issue they will choose and prepare a draft resolution. Students talk about possible solutions to the issue in groups. Students give their own ideas. If necessary, students do further research online or in the library. To help students prepare for the draft resolution and emphasise the importance of cooperation with others.
Create Teacher asks students to prepare their draft resolution, following the standard format on the book. Teacher asks students to go online to find out more information about preparing a draft resolution. Students prepare their draft resolution, following the standard format on the book. Students go online to find out more information about preparing a draft resolution. To offer students a chance to learn the standard format of a draft resolution and try to express their own ideas over world issues.
Present Teacher encourages students to bring their draft resolution to the floor for debate. Teacher encourages students to debate over the resolution, and find out more solutions other students suggest. Students bring their draft resolution to the floor for debate. Students debate over the draft resolution and find out more solutions other students suggest. To help students cultivate critical thinking ability. To help students learn from each other.